Week 41 – Problem‑solving & suggestions

Week 41 – Problem‑solving & suggestions (First Conditional, should/could, A2+/B1‑)

Theme: Talking about problems and possible solutions; giving suggestions and advice about the future using conditional structures.

Main grammar & functions:

• First Conditional for real/likely future situations:
  • If + Present Simple, will + verb / will + verb + if + Present Simple
  • If it rains, we’ll stay at home., We’ll be late if we don’t hurry.
• should / shouldn’t / could for suggestions and advice:
  • You should talk to your boss., You could try a different bus., You shouldn’t worry so much.

CEFR link:

A2+/B1‑: Can give simple advice and suggest solutions to problems, using basic conditional and modal structures (CEFR: “Can give simple advice and express plans and intentions in a limited way.”)

1. Lesson objectives (for students)

By the end of the week, students can:

1. Use the First Conditional to talk about real future results of actions.
2. Use should / shouldn’t / could to give suggestions and advice about common problems.
3. Discuss everyday problems (study, work, relationships, travel, health) and suggest solutions.
4. Understand and produce short problem‑solution dialogues.

2. Grammar focus (with Ukrainian‑speaker notes)

a) First Conditional – real future

Basic pattern:

• If + Present Simple, will + verb
  • If it rains, we ’ll stay at home.
  • If I have time, I ’ll help you.

• or: will + verb + if + Present Simple
  • We ’ll miss the bus if we don’t leave now.
  • I ’ll be tired tomorrow if I go to bed late.

Meaning:

• A real, possible future situation and its result.

Ukrainian issues:

• Using future in both parts (influenced by Ukrainian):
  • If it will rain, we will stay at home → If it rains, we’ll stay at home.
  • Emphasise: If + Present, will + verb in the other clause.

Simple student rule:

IF + Present, WILL + verb.

b) should / shouldn’t / could – suggestions & advice

Form:

• should / shouldn’t / could + verb (no "to"):
  • You should talk to him.
  • You shouldn’t worry.
  • You could try another doctor.

Meaning:

• should / shouldn’t – advice (good/bad idea).
• could – one possible solution / suggestion.

Ukrainian issues:

• Overuse of must for advice; encourage should for softer, more natural advice.
• Adding to: You should to talk → You should talk.

3. Vocabulary sets

Typical problems:

• study/work: too much homework, difficult exam, problems with boss/colleague, late for work, can’t concentrate
• personal: tired, stressed, no time, no money, argument with friend/family
• practical: lost keys, missed bus, broken phone, noisy neighbours

Useful solution verbs:

• talk to…, call…, ask for help, make a plan, study more, relax, take a break, try again, change job, save money, go to a doctor

Phrases for problem‑solving:

• What should I do?
• If I do that, will it help?
• You should…, You shouldn’t…, You could…
• If you…, you’ll…

4. Lesson skeleton (60–90 minutes)

1) Warm‑up – Problem chat (10–15 min)

• In pairs, students discuss small everyday problems (no personal trauma):
  • "I’m always late", "I’m too tired", "I can’t study in the evening", etc.
• Collect a few examples on the board.

2) Presentation – First Conditional in context (15–20 min)

1. Present a short text with several "if" sentences:

Example:

If I go to bed late, I feel tired in the morning. If I drink coffee in the evening, I won’t sleep well. If I study in the morning, I learn better.

2. Rewrite 2–3 sentences into clear First Conditional with explicit will:

• • If I drink coffee at night, I’ll feel tired.
  • If I don’t sleep enough, I’ll be stressed.

3. Board the rule: If + Present, will/won’t + verb.
4. Controlled practice: students complete or transform sentences, e.g.:
   • "If I go to bed late, I _ (be) tired." → I’ll be tired.
   • "If we don’t leave now, we _ (miss) the train." → we’ll miss the train.

3) Presentation – should / could for suggestions (15–20 min)

1. Use problem prompts:

• • "I’m always tired."
  • "I have a difficult exam next week."
  • "My phone is broken."
  • "I had an argument with my friend."

2. Elicit and model advice:

• • "You should go to bed earlier."
  • "You should study every day."
  • "You could borrow a phone from a friend."
  • "You should talk to your friend."
  • "You shouldn’t shout at him."

3. Put key patterns in a box on the board:
   • You should…
   • You shouldn’t…
   • You could…
4. Controlled matching: match problems to good suggestions, then turn them into full sentences.

4) Controlled practice – If you…, you’ll… + should/could (10–15 min)

Combine conditionals and advice.

1. Give half‑finished sentences:

• • If you go to bed earlier, you’ll…
  • If you study every day, you’ll…
  • If you talk to your boss, he’ll…

2. Students complete with logical results:
   • "If you go to bed earlier, you’ll feel better."
   • "If you study every day, you’ll pass the exam."

3. Then add advice:
   • "You should go to bed earlier. If you do that, you’ll feel better."

5) Freer practice – Problem‑solution role plays (15–20 min)

Students role‑play problem‑solving conversations.

1. Prepare role cards:

• • Student A (problem):
    • always late, too much homework, noisy neighbour, stressed at work, no money for holiday, etc.
  • Student B (friend):
    • gives advice/suggestions using should / shouldn’t / could and If you…, you’ll….

2. In pairs, students act out dialogues, e.g.:

A: "I’m always late for work. What should I do?"

B: "You should go to bed earlier and you could prepare your clothes in the evening. If you get up earlier, you’ll be on time."

3. Rotate pairs or switch roles with new problems.

5. Homework / revision ideas

Choose 1–2:

1. Problem & solutions paragraph
   • Students choose one typical problem (stress, no time, too much work, etc.) and write 8–10 sentences:
     • describe the problem (Present Simple),
     • give 3–4 suggestions with should/shouldn’t/could,
     • use 2–3 First Conditional sentences for results.

2. Advice column
   • Teacher provides 2–3 short "letters" (real or invented) from people with problems.
   • Homework: students write answers as an "advice expert" using should / shouldn’t / could and, if possible, If you…, you’ll….

3. Conditional chain
   • Students write 5 First Conditional sentences about themselves (study, health, free time):
     • "If I study hard, I’ll pass the exam."
     • "If I don’t exercise, I’ll feel tired."

Diagnostic checklist (First Conditional & advice – Week 41)

Use Week 41 to check if students can:

• Form If + Present, will + verb with mostly correct word order.
• Combine conditionals with should / could for advice (If you…, you’ll… / You should…).
• Talk about simple problems & solutions (stress, homework, travel) with some fluency.